Children will learn how to:
✦ Use the simple present
tense (to tell a story)
✦ Use the present continuous
to talk about what
people are doing
✦ Recognise and use
prepositions of movement
✦ Sight read these words:
river, woods, mud, mountain, grass, cave
over, under, through, around, across
✦ Read simple sentences in a
story
Main language
✦ There’s some [tall grass].
✦ We can’t go [under it.].
✦ We’ve got to go [through
it/over it].
✦ There’s a mountain/some
grass.
✦ Vicky’s swimming
across
the river.
Vocabulary
✦ Natural features: river, woods, mud,
mountain, grass,
cave
✦ Prepositions of
movement: over, under, through,
across,
around
✦ Adjectives: tall, deep, dark
✦ Body: nose, eyes, teeth
✦ Others: map, treasure
Skills
✦ Apply prior knowledge
✦ Reason deductively
✦ Sequence events in order
and reverse order
✦ Read whole words
✦ Read whole sentences which
have been learned orally
✦ Read a story map
✦ Re-tell a story: from
visual information, from written
information, from aural information
✦ Spell whole words
✦ Match spoken words and
pictures
✦ Match written words and
pictures
✦ Identify a picture from
aural information
✦ Identify a picture from
written information
✦ Look for detail in
pictures
✦ Listen for detail
✦ Listen to longer, more
complex texts for general
understanding
✦ Recognise the rhythm of
English through songs
Literacy
✦ Learn and write numbers
from 50 - 60.
✦ Learn and write numbers in
words 61 -70.
✦ Consolidate spelling of
words, mountain, mud, river,
grass, cave, woods.
✦ Write numbers in words 71
- 80.
✦ Understand and use
preposition in sentences.
✦ Listen, track and read a
story.
✦ Learn numbers from 80- 89
✦ Learn numbers from 91- 100
Classroom language
✦ What’s [number 3]?
✦ What can you see?
✦ What colour [are the
horses]?
✦ How many [horses are
there]?
✦ Look at [the sentence on
the board].
✦ Draw [a line from the word
to the picture].
✦ How do you spell
[mountain]?
✦ What can you hear?
✦ What am I doing?
✦ What,s Sami doing?
Activities
✦ Label a map
✦ Listen to a story
✦ Participate in shared
reading
✦ Read a story
✦ Draw a story route
✦ Make a book
✦ Sing songs
Unit 4 91
Adventure Unit 4
92 Unit 4
Adventure
Lesson 1
You will need:
• Flashcards: 190-195 (grass, mud,
river,
mountain, woods, cave )
• Word cards: 162-167 (grass, mud,
river,
mountain, woods, cave )
• Realia: a ruler, a rubber, a
pencil, a book,
a bag.
Children will:
• learn and write the numbers from 50-60
• listen to and join in with a song
• revise the preposition on, in, under
• repeat and give instructions using the
prepositions
• identify and name words : grass, mud, a river,
a mountain, a wood, a cave
• count the numbers of letters in words.
Task One (5 minutes)
✰ Ask children to open their
Skills book at page19.
Write the word fifty on the board. Get children
to repeat the word several times as you point to
it. Now ask children to read the numbers in their
Skills Book. Ask children if they
know, what they
have to do. Point to the example given. Ask
Unit 4 93
children to read and then write the numbers as
in the example.
Task Two (10 minutes)
Step one
✰ Ask the class to look at
page 32 of their
Classbooks. Give children some time
to study
the picture and then ask them What can you
see? Try and elicit as much vocabulary as
possible in English. Point to the picture of the
girl wearing pink pyjamas and teach this new
word. Ask some simple comprehension
questions about the pictures. For example,
What colour are the horses? How many horses
are there? What colour are the pyjamas? etc.
Step two
✰ Tell the class that you
are going to teach them a
Song about the picture. You may want
to tell the
class in L1 that this is a traditional song, sung by
children in America. It was sung by mountain
railway workers, and is a typical folk tune.
✰ Tell the class you are
going to play verse 1 of
the song. Ask them to listen and look at the
pictures on page 32 of their Classbooks.
✰ Play song CD 4.1 and ask children to point
to
the picture they think the first verse is about.
Check by pointing to the appropriate picture in
your Classbook. Point to the picture of
the
mountain in the picture, and repeat the line
Suzie’s coming round the mountain,
demonstrating with gesture what this line means.
✰ [Actions for verse 1 –
move your arms like the
wheels on a train.]
✰ Tell children that you are
going to play the
chorus of the song. Ask them to listen and
watch as you sing the chorus and clap the
rhythm with the CD.
✰ Play the chorus. [Actions
for chorus – clap your
hands with CD.]
✰ Tell the class that you
are going to play the song
again. Ask them to listen and watch as you sing
and do the actions with the CD.
✰ Play verse 1 again. Sing
the song with the CD
Adventure
Song Transcript 4.1[Track 16]
Suzie’s coming round the mountain
Verse 1
Suzie’s coming round the mountain
On a train.
Suzie’s coming round the mountain
On a train.
Suzie’s coming round the mountain.
Coming round the mountain.
Coming round the mountain.
On a train.
[Actions for verse 1 – move your arms
like the wheels on a train.]
Chorus
Singing ay ay yippee yippee ay,
Singing ay ay yippee yippee ay,
Singing ay ay yippee,
Ay ay yippee,
Ay ay yippee yippee ay.
[Actions for chorus – clap your hands
with CD.]
Verse 2
Suzie’s riding six white horses,
Here she comes,
Suzie’s riding six white horses,
Here she comes,
Suzie’s riding six white horses,
Riding six white horse,s
Riding six white horses,
Here she comes.
[Actions for verse 2 – mime holding reins
and riding a horse.]
Verse 3
Suzie’s wearing pink pyjamas,
Here she comes,
Suzie’s wearing pink pyjamas,
Here she comes,
Suzie’s wearing pink pyjamas,
Wearing pink pyjamas,
Wearing pink pyjamas,
Here she comes.
[Actions for verse 3 – slap your hands on
knees or legs in time to music.]
Verse 4
Oh, we’re happy and we’re laughing
Suzie’s here,
Oh, we’re happy and we’re laughing,
Suzie’s here,
Oh, we're happy and we’re laughing,
Happy and we’re laughing,
Happy and we’re laughing,
Suzie’s here.
[Actions for verse 4 – hold your arms in
the air and wave them in time to the
music.]
94 Unit 4
Adventure
and do the actions.
✰ Play verse 1 of the CD
again, line by line. Get
children to join in with the words and actions with
you.
✰ Play the chorus. Ask
children to listen, and then play
it again and get them to repeat it with you line by
line.
✰ Repeat this procedure with
the other three verses.
Task Three (5 minutes)
Step one
✰ Hold up a book. Ask What
is it? Elicit a book. Put the
book on a chair and ask Where’s the book? Elicit On
the chair. Use other classroom objects to revise on,
in and under.
✰ Do a TPR activity. Make
sure every child has a ruler,
a rubber, a pencil, a book and a bag. Include
classroom objects and the prepositions in, on and
under in your instructions. For example, Pick up a
ruler. Put it under your book. Pick up a rubber. Put it
on your book. Pick up a pencil. Put it in your bag.
Step two
✰ Tell the class that you
want them to watch and listen
as you give an instruction. Ask them to copy your
actions and repeat the words after you. For example,
as you pick up a book say Pick up a book. Do this
again and get the class to copy your actions and
words. Give several instructions including classroom
objects and prepositions again.
✰ Tell the class that you
are going to pick up a
classroom object and put it somewhere. Explain that
you are not going to say anything but that you want
the class to say the instruction. For example, pick up
a ruler and put it under your bag. Do this again and
encourage the class to say Pick up a ruler. Put it
under your bag. Repeat this procedure several times,
changing the classroom objects and where you put
them.
Step three
✰ Ask a confident child to
come to the front of the
class. Give them an instruction such as Pick up a
pencil. Put it on the chair. Now ask the child to give
you an instruction. Follow their instruction and then
give them another instruction.
✰ Organise the class into
pairs. Tell children to take it in
turns giving and following instructions. Remind
them to use in, on and under.
Task Four (5 minutes)
✰ Ask children to look at
the objects in the frieze
at the top of page 32 and 33 of their Classbooks.
Ask children if they can name the objects in the
frieze. Allow children to respond in L1. As
children name the objects, put the
corresponding flashcards on the board. Teach
them the words in English: grass, mud, a river, a
mountain, woods, a cave. Explain to children in
L1 that Oman has many wadis, and when it
rains they fill up with water. In the story later in
this unit, they will see and hear a river. Explain
the difference to them: that a river has water in
it all the time, and a wadi only has water in it
after it has rained.
✰ Point to each flashcard in
turn and name the
object. Get children to repeat the words with
you. Distribute the word cards and get children
to match them with the flashcards. Repeat with
different sets of children.
✰ Write a number from 1–6 on
top of each
flashcard. Tell the class that they will hear the
objects named on the CD. Ask children to listen
to the CD and look at the board to decide
which object has been named.
✰ Play listening CD 4.1. Pause after each item is
named and ask What number? Children should
call out the number of the matching flashcard.
✰ Tell the class you will
play the CD again. Ask
them to listen and repeat the words with the
CD. Point to the word cards as children repeat.
Listening Transcript 4.1 [Track 23]
Places
• a river
• a wood
• mud
• a mountain
• grass
• a cave
Unit 4 95
Adventure
Task Five (5 minutes)
Step one
✰ Ask children to look at
the map on page 33 of
their Classbooks. Give children some time
to
study the map and then hold up your Classbook,
point to the map and ask What is it? Get
children to repeat a map with you.
✰ Ask children to name
anything they can on the
map. Now ask questions about the numbered
features. Ask What’s number 1? Elicit woods.
Repeat this procedure, asking questions about
the map until all the numbered features have
been named.
✰ Hold up your Classbook and point to number 1
on the map. Ask What’s number 1? Get the
class to repeat the question with you. Then
answer the question yourself.
✰ Divide the class in half.
Get one half to repeat
the question What’s number ...[3]? with you, and
the other half to answer ...[a cave]. Repeat this
until one half of the class has asked the other
half about all the features on the map.
✰ Repeat this activity with
the half of the class
who asked the questions now answering them.
✰ Ask a confident child
What’s number ...[3]? Elicit
...[a cave]. Encourage the child to ask you a
question about one of the features on the map.
✰ Organise the class into
pairs. Tell children to
take it in turns asking and answering questions
about the features on the map.
Step two
✰ Point to each word card
and flashcard again and
elicit the names of the features. Ask children to
look carefully at the words on the board. Ask
How many letters are there in ‘mud’? Point to
the word on the board and count the letters
one, two, three as you point to them. Write the
number 3 under the word and letters for mud.
Repeat this procedure with a cave.
✰ Ask children to count the
number of letters in
the other words on the board, and then elicit
the answers and write the numbers under the
words.
✰ Take the flashcards and
word cards off the
board. Distribute them randomly to children
around the class. Tell the class that you are
going to name one of the objects. Children who
think they have the flashcard or word card for
that object must stand up with their card and
show it to the rest of the class. The rest of the
class must decide if they are correct and say Yes
or No. If the pair are correct they should give
their cards to children who don’t have one.
Name each object two or three times.
For the next lesson
✰ You will need a ball.
96
Lesson 2
Unit 4
Adventure
You will need:
• Flashcards: 1-6,190-195 (Sami, Maha,
Vicky,
Paul, Soot, Biff, grass, mud, river, mountain,
woods, cave )
• Word cards: 162-167 (grass, mud,
river,
mountain, woods, cave )
• Realia: a ball
Children will:
• learn and write numbers in words from
61-70
• listen to and join in with a song
• sight read the feature words: river, woods,
mud, mountain, grass, cave
• recognise and use prepositions of movement
over, under, through, around, across
• sight read the prepositions words: of
movement over, under, through, around,
across
Task One (10 minutes)
✰ Ask the class to open
their Skills Books at page
19. Children have encountered the numbers
fifty -sixty in the previous lesson. In this lesson,
children will work with the numbers sixty-one
to seventy.
✰ Write the number word
sixty on the board.
Get children to repeat the word as you point
97
Adventure
Unit 4
to it. Get children to say the numbers sixtyseventy.
Point to the balloons. Get children to
read out the numbers. Ask children to complete
the blanks as in the example, then match the
numbers.
✰ Ask the class to look at
the pictures of the song
on page 32 of their Classbooks. Tell children that
you are going to play Suzie’s Coming Round the
Mountain (Song CD 4.1). Ask them to join in
with the words and actions where they can.
Task Two (10 minutes)
Step one
✰ Hold up the grass, mud,
river, woods, mountain,
and cave flashcards one by one and elicit the
names of each of the objects. Put the flashcards
on the board as they are named.
✰ Point to each of the
flashcards in turn and elicit
the names of the objects again. As you elicit the
name, hold up the corresponding word card.
Show the class the word card and get the class
to repeat the word with you. Put the word card
under the flashcard. Do this for all the word
cards.
✰ Point to each word in turn
and get children to
read the words. Point to the initial letters to
help them decipher the words.
✰ Remove the flashcards but
leave the word cards
on the board.
Step two
✰ Ask children to look at
the map on page 33 of
their Classbooks. Elicit the names of all
the
features on the map. Ask What’s number 1? etc.
Ask children to look at the words around the
map, and to point to the word woods. Go
round the class checking that they are pointing
to the correct word.
✰ Ask children to look at
the board. Ask What’s
number 1? Choose a child to come to the
board to choose a word card [woods]. Elicit the
name of the feature from the class. Write 1.
Stick the word card beside number 1. Do the
same for the remaining features.
✰ Ask children to look at
the words in the box
and to read the words. Ask them to look at the
pictures and write the words on the lines
provided.
✰ Do a class check, and Get
children to correct
their work if they have made a mistake.
Task Three (5 minutes)
✰ Hold up the ball you have
brought to class. Ask
What is it? and get children to say It’s a ball.
Throw it to a child and then get them to throw
it back to you. Say I’m throwing the ball.
✰ Bring two confident
children to the front of the
class. Give them the ball and demonstrate that
you want them to throw the ball to each other
gently. Use mime to make your meaning clear.
Let them throw the ball to each other two or
three times. As they are doing this, say to the
class ...[Ahmed] and ...[Fatma] are throwing the
ball.
✰ Stand a child either side
of your table.
Demonstrate that you want them to throw the
ball to each other again. The two children
should now be throwing the ball over the table.
As children continue throwing the ball, say to
the class ...[Ahmed] and ...[Fatma] are throwing
the ball over the table. Get the class to repeat
this with you.
✰ Now demonstrate that you
want the two
children to roll the ball under the table. Use
mime to show what you want them to do. As
children are rolling the ball to each other under
the desk, say to the class ...[Ahmed] and ...
[Fatma] are rolling the ball under the table. Get
the class to repeat this with you.
✰ Finally, ask children to
Roll the ball across the
table. Again, use mime to show what you want
them to do. As children are
rolling the ball
across the top of the table, say to the class
...[Ahmed] and ...[Fatma] are rolling the ball
across the table. Get the class to repeat this
with you.
✰ Now tell the two children
to choose for
themselves whether to throw the ball over the
table ,or roll it across or under the table. As
they throw or roll the ball, point to them and
ask the class What are they doing? Help the
class to produce They’re ...[rolling] the ball
...[across] the table. Repeat this several times
until the class has described each action two or
three times.
98 Unit 4
Adventure
✰ Say Thank you to the two
children who
demonstrated the activity and tell them to go
back to their seats.
Task Four (5 minutes)
Step one
✰ Draw a simple picture of a
table on the board.
Put flashcards of Sami on one side and the
flashcard of Maha on the other side. Draw a ball
near one character and then draw a line from
the ball over the table to the other character.
Say Sami and Maha are throwing the ball over
the table. As you say the word over, make an
exaggerated gesture of lifting your hand over
something. Get the class to repeat the words
and action with you.
✰ Draw another simple
picture of a table on the
board. Put the flashcards of Vicky on one side,
and Paul on the other side, and draw a line to
show them rolling the ball under the table. Say
Vicky and Paul are rolling a ball under the table.
As you say the word under, make an
exaggerated gesture of moving your hand under
something. Get the class to repeat the words
and the action with you.
✰ Draw a third picture of a
table on the board.
Put flashcards of Soot on one side and Biff on
the other and draw a line to show them rolling
the ball across the table. Say Soot and Biff are
rolling the ball across the table. As you say the
word across make an exaggerated gesture of
moving your hand across the surface of
something. Get the class to repeat the words
and action with you.
✰ Point to each drawing of
(under, over and
across) in turn and get children to say what the
characters are doing. Remind them to include
the appropriate action for under, over and
across. Then point to the pictures in random
order and ask What are they doing? Help the
class to say They’re ...[rolling] the ball ...[under]
the table. Again, remind children to do the
actions as they say the words.
✰ Remove the flashcards from
the board.
Step two
✰ Ask three or four children
to come to the front
of the class and bring their chairs with them.
Make a small obstacle course with the chairs.
Ask children to Walk around the chairs. Make a
circular motion with your arm to help children
understand what they have to do. Ask the class
What are they doing? Help the class to respond
with They’re walking around the chairs.
Encourage children to make a circular motion
with their arms as they say this.
✰ Now ask children to walk
through the chairs.
Again, use gesture to make your meaning clear
– move your hand as if it was winding its way
through something. Ask the class What are they
doing? and elicit They’re walking through the
chairs. Encourage children to make the hand
movements as they say this.
✰ Get children to
demonstrate walking through
and round the chairs once more and then tell
them to take their chairs back to their desks.
✰ Put the word cards under,
over, across, through
and around on the board. Point to each word in
turn and make the movement for each one.
Point to each word again and get children to
repeat the words and actions with you.
✰ Point to each word again
and say it. Get the
class to do the corresponding movement.
Unit 4 99
Adventure
100 Unit 4
Adventure
Lesson 3
You will need:
• Flashcards: 190-195 (grass, mud,
river,
mountain, woods, cave )
• Word cards: 162-167 (grass, mud,
river,
mountain, woods, cave)
Children will:
• listen to and join in with a song
• revise and sight read the preposition words
of movement over, under, through, around,
across
• listen to sentences and identify prepositions
through pictures
• spell words: woods, grass, river, mud,
mountain, cave
• ask and answer questions [How do you spell
mud?]
• complete a crossword to consolidate and
revise spelling of the feature words
• Write numbers in words from 71-80.
Task One (5 minutes)
✰ Ask children to look at
the pictures of the song
on page 32 of their Classbooks. Tell children that
you are going to play Suzie’s Coming Round the
Mountain (Song CD
4.1). Ask them to join in
with the words and actions where they can.
Unit 4 101
Adventure
Task Two (15 minutes)
Step one
✰ Put the word cards under,
over, across, through
and around on the board. Point to each word in
turn and make the movement for each one.
Point to each word again and get children to
repeat the words and actions with you.
✰ Point to each word again
and say it.
Do the movements for each word and elicit the
word and movement from the class.
Step two
✰ Ask children to look at
the five small pictures at
the bottom of page 33. Hold up your Classbook,
point to the first picture of the snake and ask
What is it? Elicit a snake from the class. As
children name the snake say, Yes, a snake as you
make the slithering movement of a snake with
your hand.
✰ Point to the first picture
of the snake and say
The snake’s sliding under a tree. Get children to
repeat this with you. Make it clear through
gesture that sliding describes the movement the
snake makes.
✰ Tell children that they
will hear the snake being
described on the CD. Ask them to listen and
look at the pictures.
✰ Play listening CD 4.2. Pause after each
sentence
and ask children What picture?
✰ Tell children that you
will play the CD again.
Ask them to listen, look at the pictures and
repeat the words after the CD.
✰ Play the CD again. Pause
after each sentence
and encourage children to repeat the words.
✰ Point to picture 1 of the
snake in your
Classbooks and say The snake’s sliding …
Encourage the class to finish the sentence for
you – under a tree.
✰ Point to picture 2 of the
snake and start the
sentence The snake’s sliding … Again,
encourage the class to finish the sentence for
you – over a tree. Repeat this procedure with
the remaining three pictures. Make sure that
children use swimming, not sliding, with picture
5.
Step three
✰ Ask children to look at
the words around the
pictures. Tell them to Draw a line from the
word to the matching picture. Demonstrate this
in your Classbook.
✰ When children have
finished, ask them to
compare their work with a friend’s. While
children are comparing their work, remove the
word cards from the board.
✰ Say, look at picture 1.
Start the sentence: The
snake’s sliding ... and get the class to complete it
for you - under a tree. Put the word card under
next to number 1. Repeat this procedure for
the remaining four pictures. Remove the word
cards at the end of the activity.
Task Three (10 minutes)
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